Performance does not correlate with the Information Quotient of students. Though, pedagogy in specific fields has more significant input in reinforcing performance. Singapore experiences this scenario. In finding the best way to enhance the performance of science and mathematics in schools, then the means to augment critical thinking necessitates. Advancements in performance of the subjects requires procedures that supplement critical thinking. Therefore, it prompts for curriculum fostering the aptitudes of perilous thinking. In addressing critical thinking and performance, the paper presents the best innovative curriculum for administering pedagogy in Singapore.
It obliges to engage students with adaptive and higher learning techniques. Schools in Singapore administer high staked examination with a robust content area. However, the effectiveness of content delivery has to reciprocate from the examinational results (p.518). Hereafter a curriculum that promotes reflectivity in studies is the best design for Singapore practices. For instance, Singapore’s Ministry of Education has incorporated flexibility in the learning environment. This involved blending classwork with co-curricular activities. Programs such as innovation platform equip students with many ideas in different fields that necessarily boost the intellectual aptitude of students. For the effectiveness of the innovative curriculum, school heads in the state have internalized these pedagogical systems. (p.520)
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Singapore society is exam-oriented. This way, students only study tirelessly to pass exams. In this sense, learning does not occur. Hence to mitigate these practices, teachers have embarked on improving student’s engagements. Allowing students to work on hands-on studies dramatically has improved the level of the inquisition in schools. However, fostering student presentations in these schools would even improve confidence language. All these practices have links to the incorporation of arts in the education systems. Dances and innovative presentations have served to enhance the confidence of students and hence mental capabilities. If students can relate information with real-world experiences, then education would have served its purpose (p.521). However, these practices have nurtured critical intellectual competencies amongst students in Singapore compared to America (p.30)
